Introduction to the Quality Achievement Matrix:

Guest posting to voced-coord email list.Item 10 of 15:

Now you have the information about developing an Action Plan Proposal based on an analysis against the Quality Achievement Matrix ....... " What's the Matrix all about?", "Where do I start? The Quality Achievement Matrix is a part of the Getting There kit.

The Matrix, developed by the Australian Quality Council, identifies many of the essential attributes of successful, quality, school-workplace learning programs implemented by partners at the local level.

The Matrix is designed to be used as a self-assessment tool, such that Management Committees and Program Co-ordinators can map strengths of initiatives established and implemented, and identify challenges ahead in the move to continuous quality improvement. The fundamental objective of the Matrix is to provide a tool for education, industry and community partners to evaluate initiatives implemented, and establish a continuous quality improvement process (ie to facilitate continuous quality improvement, in a sustainable way, at the local level).

Remember, lots of people do have the kit, and have been using it. [Feedback from VECO subscribers would be great! ... ]

The Matrix: If you don't have a copy in front of you, grab one - or contact Toula: 1800 626 839 / tkalantzis@astf.com.au ]

Focus Areas: Have a look at pages 6-7 of the "Getting There" kit. This section summarises the full Quality Achievement Matrix. As you can see, the Quality Achievement Matrix includes 7 main focus areas (ie. 7 columns on the matrix):

1. Leadership - direction and management;
2. Strategy, Policy and Planning;
3. Information and Analysis - gathering and using data;
4. People - partnership and development;
5. Customer Focus - meeting needs and expectations;
6. Processes, Products and Services - program design and operation; 7. Organisational Performance - the results!

Levels: and 3 main 'Levels' (see left hand side of columns)
1. Foundation;
2. Building;
3. Best Practice

These 'Levels' are divided into about 10 'Criteria', which each have accompanying 'Evidence Guides'.

Example:
'Focus Area' 5 (Customer Focus) has 10 'Criteria' (with accompanying 'Evidence Guides'), divided into the 3 main 'Levels'

As you can see from pages 6-7 in the kit ...
criteria 5.1-5.4 are included as "Foundation" Level criteria;
criteria 5.5 - 5.7 are included as "Building" Level criteria;
5.8 - 5.10 are included as "Best Practice" Level criteria.

Confused?

Take a moment to check out Getting There, and it will all be clear! Here's an example of one column of the Matrix, including, for the Focus Area - Customer Focus; all criteria; and evidence guide information (slightly re-formatted from page 12 of Getting There).... Although this may not be the best medium to examine the Matrix, it gives you an opportunity to 'touch and feel' one focus area of the Matrix, and see what we're talking about.

If you read Focus Area 5 - Customer Focus (on page 12 of Getting There), including the Criteria (5.1 - 5.10) in the blue left hand column, with the Evidence Guide information (in the white right hand column on page 12), it goes something like this. Here goes ...

Focus Area 5 - Customer Focus [meeting needs and expectations]

Criterion 5.10 Program is centred around delivery of quality customer service
Evidence Guide
- All plans, decisions and procedures are governed by the needs of customers.

Criteria 5.9 Customers considered as a dynamic group with changing needs and expectations
Evidence Guide
- Program is continuously reviewed in response to changing needs and expectations.

Criterion 5.8 Support and information processes are subject to ongoing review
Evidence Guide
- Counselling and advice support for customers is reviewed, based on feedback, at least once per year for effectiveness;
- Information processes such as information evenings, written communication are formally reviewed (by survey of effectiveness for sample).

Criterion 5.7 Feedback from all customers is sought and used to guide program development and improvements in service
Evidence Guide
- Annual, written surveys are used to measure satisfaction of students, employers, parents;
- Feedback from students is provided to employers;
- Planning has a focus on customer needs and expectations.

Criterion 5.6 Processes for resolving problems and complaints are developed and promoted
Evidence Guide
- Program has process for monitoring success, and individual placements;
- All customers are informed of advice and support that is available, and point of contact is widely advertised;
- Program has focus on early intervention and there is an emphasis on identifying improvements

Criterion 5.5 Support processes such as advice and counselling are developed and used
Evidence Guide - One-to-one support strategies are in place;
- Strategies to enable students to change direction are developed;
- Information is provided to all customers of the program;
- Employers formally interview students prior to workplacement.

Criterion 5.4 Equity issues are considered and barriers to participation are identified
Evidence Guide
- Timetable of participating schools facilitates access for year 11 and 12 students;
- Potential barriers to equitable access to the program, such as gender barriers, are identified;
- Management Committee meetings formally consider the profile of students who are participating and consider ways of broadening the range of students particularly those with a disability, NESB students, Aboriginal and Torres Strait Islander students, and geographically isolated students;
- Advice from other programs on successful strategies is sought.

Criterion 5.3 Students are matched to work placements
Evidence Guide
- Each student is interviewed by the school to consider suitability for work placement, and the place of the program in relation to other subjects and career direction;
- Students and employers are given the opportunity to meet prior to commencement of placement.

Criterion 5.2 There is awareness that students, parents, industry, community and the school are 'customers' who have a range of expectations
Evidence Guide
- People involved in managing the program express need to provide efficient service and satisfy needs; - Student need and progress is monitored on an individual basis; - Industry need and expectation is assessed on an individual basis.

Criterion 5.1 Program reflects industry and local community requirements.
Evidence Guide
- The course(s) reflect locally relevant employment, education and training requirements and opportunities;
- The local community and industry has the capacity to provide structured workplace learning.

(5.10 is the highest criterion and 5.1 is the starting point).

[Visit the ASTF to download parts of the Getting There kit]

In a later message we'll work through one Focus Area of the Matrix....

To view all of the interaction with the online guest browse the voced-coord archives from February 11 - 20, 1998.
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First published March 16, 1998.

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